Ruthann Mayer and Jessica Estlow

• Visual Arts Standards- 1:1,1:2,1:3,1:4,1:5,1:6
• Workplace Readiness Standards 2:2,2:3,2:5,2:6,2:7,2:8,2:9
• Language Arts Literacy Standards- 3:4,3:5
• Mathematics Standards- 4:1,4:2,4:3,4:4,4:5
• Social Studies Standards- 6:2,6:4,6:5,6:7,6:8,6:9

Computer, Ink Jet Printer, Painter 6.0, Visual References, Handouts, Iron-On Transfer Paper, Iron, Muslin, Asst. Fabric Pieces, Cotton Batting, Sewing Supplies, Raffia, Assorted Materials For Decoration, Scissors, Sketch Paper, Pencils, Music, Crizmac’s Tribal Design Filmstrip: The Spirits Within,

Newspaper or Ironing Board, Authentic African Masks, Power-Point Presentation (Web Site)

Lesson One: (Art Room)

Students will view the filmstrip titled “The Spirits Within”. After a basic introduction to the African continent and its diverse culture groups, students will discuss the elements of Abstraction, Simplification and Exaggeration as they relate to the design of traditional African Masks. Students will examine authentic masks from the Senufo and Ashanti tribes. Similarities and differences will be discussed. The concepts of symmetry and asymmetry and the use of geometric shapes should be considered when the final mask is sketched out. Discuss the art of textile design.

Lesson Two: (Computer Lab)

Students will receive Handout One “Introduction to Africa”. The students will be required to search the Internet using Microsoft Internet Explorer to look for information on African Art, especially, that which is directly related to the mask. Students will bookmark those sites found to be the most informative. Students should complete the handout making sure that they fill out the area left for drawing a preliminary sketch of their mask design.

Lesson Three: (Art Room)

Painter 6.0 will be introduced. Using a large screen television, the students will be able to see how the program works. Focus will be on the Tool Palette, Color Set and Art Materials Palette. Explain how to open up the program and set paper size to 8.5 x 10.5 inches for maximum coverage. Show students how some of the different tools work, again emphasizing the brush, pencil and eraser tools.

Lesson Four: (Computer Lab)

Students will work with Painter 6.0 on their computers. They will use the time to experiment with the Tools and Art Materials Palettes. Drawing with the mouse will require a bit of practice. Encourage the students not to be too exact. Their manipulation of the mouse will be a bit rough, but this only lends itself to a more “handmade” look. Student work should be saved to the Network.

Lesson Five: (Computer Lab)

Students will begin drawing their mask images on the computer. The outline should reflect students’ understanding and use of Abstraction, Simplification, and Exaggeration. Students should also decide whether their designs will be symmetrical or asymmetrical. Strong use of geometric shapes should be explored.

Lesson Six: (Computer Lab)

Students should complete their designs in color. Designs should be printed and evaluated by students and teachers. The final print onto special Iron-On Transfer Paper is made. Student saves work to the network.

Lesson Seven: (Art Room)

Completed works are then carried to the Art Room. Students will be instructed on how to iron on their design. Information on the back of the Iron-On Transfer Sheets must be followed as different brands have different directions. Stress common sense and safety when using an iron. Teacher demonstrates how to iron-n mask, cut from muslin, add batting and backing material. A simple lesson in sewing techniques is given. Explain the quilting process. Students proceed to iron on their transfers. It is convenient to have different stations set up to expedite this process.

Lesson Eight: (Art Room)

Students complete the sewing part of the lesson. Various materials for embellishment are put out. These will consist of items like beads, raffia, pasta, buttons, etc., items that will adorn the pieces; similar to the materials used to adorn African masks. Names are to be sewn or written on the back of the masks. Loops should be added for hanging.

Lesson Nine: (Art Room)

 Projects should be completed. (Some may have had to take them home to work on them.) Set up pieces on display. Create nametags and attach to each piece. Have the students share positive comments and constructive criticism. If necessary, initiate this dialogue by offering questions such as: “Which masks show an understanding of symmetry in design?” “Which masks contain strong use of geometric shapes?” “How does this particular mask illustrate the concepts of abstraction?”

Lesson Ten: (Art Room OR COMPUTER ROOM)

This is a buffer period to allow all the students to catch up. It can be placed wherever needed. Some classes will need one more period on the computer; others may need extra time creating the soft sculpture wall hangings.